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Abstract This study investigated the congruence between student and teacher perceptions of teacher immediacy and classroom learning outcomes. There was a high level of agreement in reports of immediacy and learning among students in intact classes. Substantial agreements between student and teacher perceptions of teacher use of immediacy behaviors, and of learning outcomes, were also found. Teacher affect toward teaching was not related to immediacy, and teacher experience was not related to monitoring ability. These results suggest that teachers are able to monitor both the process and product components of the instructional process‐product model suggested in previous research on immediacy, thus supporting the practical utility of the model.
Gorham et al. (Mon,) studied this question.